Unravelling the interplay of self-efficacy, self-regulation, metacognition in alleviating math anxiety among primary school student: a conditional process analysis

This study investigates the relationships between self-efficacy, self-regulation, metacognition, and math anxiety among primary school students. The study investigates the mediating roles of self-regulation and metacognition between math anxiety and self-efficacy using a conditional process analysis. Data from 480 students located in the Cirebon region of West Java, Indonesia were analysed, revealing that higher levels of self-efficacy correlate with reduced math anxiety, with self-regulation and metacognition serving as significant mediators. These findings underscore the importance of fostering self-efficacy, self-regulation, and metacognitive skills in early education to alleviate math anxiety and enhance learning outcomes.